Unit 6, Lesson 13
Situations Involving Equal-Size Groups
Grade 4
Sign in to view assessments and invite other educators
Sign in using your existing Kendall Hunt account. If you don’t have one, create an educator account.
to see where instructional routines fit in your journey.
None
This Estimation Exploration prompts students to practice making a reasonable estimate based on experience and known information. In this case, it is not practical to count the paletas, but students could reason about groups of paletas by color, or estimate the complete rows and columns of paletas and extend their estimate to the whole set. Some students might also make an estimate based on their familiarity with how paletas are usually arranged in cases.
How many paletas (pah-LAY-tuhs) are in the case?
Record an estimate that is:
| too low | about right | too high |
|---|---|---|
Loading...
MLR5 Co-Craft Questions
to see where instructional routines fit in your journey.
None
In this activity, students recall what they know about division from IM Grade 3. The context allows students to connect lived experiences to the math of the activity. By inviting students to consider treats that they enjoy in their homes or neighborhoods, they share experiences and foster connections that build community.
The first question gives students an opportunity to co-craft mathematical questions based on a situation before answering a question based on a division equation. Students divide a two-digit number by a one-digit divisor, as they did in IM Grade 3, in a way that makes sense to them. The Activity Synthesis highlights different representations students made and relates them to the situation. The terms dividend and divisor are re-introduced in this lesson to describe a number being divided into equal groups and a number by which another number (the dividend) is divided, respectively. Another term familiar to students is quotient, the result of a division expression.
This activity uses MLR5 Co-craft Questions. Advances: writing, reading, representing
MLR 5: Co-craft Questions
Diego’s aunt buys paletas, which are ice pops, for a class party. At the local market, paletas come in different flavors. She buys the same number of paletas of each flavor.
Here is an equation:
In the situation about the class party, what questions could the equation represent?
to see where instructional routines fit in your journey.
None
The purpose of this activity is for students to continue to use any representation or strategy to solve division problems with two- and three-digit dividends. They solve one problem that asks how many in each equal group and another that asks how many equal groups.
Priya’s mom makes 85 gulab jamuns for the class to share. Priya gives 5 gulab jamuns to each student in the class.
How many students are in Priya’s class? Explain or show your reasoning.
Han’s uncle sends 108 chocolate-covered breadsticks for a snack. The students in Han's class are seated at 6 tables. Han plans to give the same number of breadsticks to each table.
How many breadsticks does each table get? Explain or show your reasoning.
Tell us about a typo, a broken link, or an improvement you’d like to see. We read every submission but can’t reply.
Have a question or need support instead? Visit our Contact Us page to reach our team.
to access Student Response.
Loading...
Loading...
Addressing
Building Toward
to access Student Response.
to access Student Response.
to access Cool-down.